PROCESS RECORDING 1
PROCESS RECORDING 4
Process Recording
Process Recording
Process recording is an appropriate tool used to document activities, interactions and conversations as they happen between a social work client and a field education experience student. In this process recording encounter, I will provide a transcript of what happened during my field education experience as I interacted with Mr. Mackinnon who was a recuperating fire victim, interpretation of what occurred in the dialogue including social work practice theories, description of my reactions with Mr. Mackinnon during the field education experience and how I applied social work practice skills during the process recording interaction.
A transcript of what happened during my field education experience as I interacted with Mr. Mackinnon , a student who was a recuperating fire victim when I visited a rehabilitation foundation where he was living. Mr. Mackinnon was undergoing social reformation in rehabilitation facility after experiencing severe burns while at a company premises where he was working and hospitalized (Ritchie, 2013). When I entered the room where Mr. Mackinnon was allocated to stay, I found him holding a small mirror busy looking on his image.
Me: “Good morning?” and looking at me he seemed shy and frustrated. After quite a while, like one minute or so of which he tried to hide his face from me he answered,
Client: “morning too.” He wanted to leave the room but I said to him,
Me: “please don’t leave, I have come to know how you are doing after your treatment. Kindly stay with me here,” I continued, “I am a field education experience student and very friendly and social. How are you doing now” I asked.
Client:“I am doing better but I am concerned with how my face and hands look after be burned,” he answered. He seemed gloomy and his eyes looked heavy and shy. I said to him,
Me: “I understand what you went through, but I have come to show you that the society and your friends love and miss you. Be strong and at peace, your skin shall gradually improve overtime.”
Describing my reactions with Mr. Mackinnon during the field education experience, I encountered a great feeling of sympathy for him and I tried to connect with his experience on the day of his fire tragedy. I felt pity for him but again my empathy become stronger. I imagined myself in his situation and I become so close to his condition until he noticed. His gloomy look on his face and the feel of escaping from my presence turned back and he could look me directly into my eyes without fear. He seemed to understand and trust my words when I told him that the condition would gradually improve overtime. His conviction moved from the mirror reality to the message of hope in my words.
I applied social work practice skills such as empathy, emotional intelligence, attentive listening and communication skills during the process recording interaction (Greene, 2017). When I first saw Mr. Mackinnon, I started to imagine myself right in his condition and immediately I got the inspiration to encourage him. My emotional intelligence enabled me to be alive to what he was going through and sensitive enough to the kind of motivation he just needed from me at the moment. Again, I was very active to listen to his conversations and response and offered him immediate positive feedback. I applied the rightful communication skills so as to build a better state of hope than he was in.
References
Greene, R. R. (2017). Human Behavior Theory and Professional Social Work Practice. In Human Behavior Theory and Social Work Practice (pp. 31-62). Routledge.
Healy, K. (2014). Social work theories in context: Creating frameworks for practice. Macmillan International Higher Education.
Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (Eds.). (2013). Qualitative research practice: A guide for social science students and researchers. sage.